Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program

Abstract

This application of mind reports on the design and rises of a two-semester study upon the use of case investigation analysis and case writing in clinical experiences in an undergraduate teacher education program. Findings indicated that structur experiences with case studies and case writing increase preservice teachers' informed decision making upon educational issues.

The Office of Educational Research and Improvement and the United States Department of Education freshly commissioned a review of high-quality research upon five questions concerning teacher preparation (Wilson, Floden and Ferrini-Mundy 2002) individual of the questions dealt with the kinds, timing, and amount of clinical training that best equips preservice teachers for classroom practice. In their summary, Wilson et al. (2002) noted numerous studies which showed that the one and the other novice and experienced teachers diocese clinical experiences as a powerful-sometimes the single greatest in quantity powerful-element in their teacher preparation. Another theme that emerg was that "field experiences lead to more significant learning when activities are focused and well structured" (Wilson et al. 2002195)

These annotates prompted two teacher educators to design a longitudinal application of mind to determine the impact that case investigation analysis and case writing had upon preservice teachers during tjwo semester of clinical experiences in a teacher education program. The professional expansion of preservice teachers between the first and next to the first semesters when analyzing and writing cases was explored.

Purpose of case close attention Analysis and case Writing

Case close attention analysis and case writing were used to introduce preservice teachers to the mixed nature of elementary classrooms and encourage multiple perspectives and informed decision making. case studies in teacher education are a medium for bringing classroom complexity into society classrooms in written form. Lawrence (1953 215) described a useful case study as "the vehicle by the agency of which a chunk of reality is brought into the classroom to be worked above by the class and the instructor. A beneficial case keeps the class discussion soiled upon some of the stubborn facts that must be faced in real-life situations." serviceable cases have a core of ambiguity that may aid different interpretations from people of different backgrounds (Hansen 1997) of that kind ambiguity, Dewey (1929) suggested, may kindle anxiety as preservice teachers put to the test to understand and interpret classroom facts and make informed judgments about actions to take. Wasserman (1994 604) stated that "effectively carried on the outside case method teaching is an approach that allows scholars to grow away from their desperate ne to know-with certainty-the right answers and toward a healthier, more mature tolerance for ambiguity about educational practice."

In this research case study analysis refers to the teacher education mode of examining cases written upon different aspects of teaching, learning, teachers, learners, classrooms, and place of educations case writing is an educational technique that requires preservice teachers to write their be in possession of case study by selecting a significant classroom question event, or issue, and providing important details upon the selected problem. Open cases are individuals that identify and describe a enigma but leave the resolution to the reader's good sense Closed cases are ones that include a solution to the enigma in the body of the case.

Related Literature

The complexity and uncertainty Of teaching have contributed to a shift away from the technical approach to teacher education. The use of case processs as a pedagogical tool for educating teachers gained interest after to leeward Shulman's 1985 American Educational Research Association address in which he urg teacher educators to make known a pedagogy of cases (in Darling-Hammond and Hammerness 2002; Levin 2002) Research insinuateed that many preservice teachers find the theories and conceptions learned in university classrooms too abstract to help them address riddles they encounter in real classrooms (Hammerness, Darling-Hammond, and Shulman 2002) To bridge the gap between theory and practice, teacher education programs have adopted approaches similar as case study analysis and case writing.

Research has shown that case inquiry analysis and case writing facilitate preservice teachers' reflection upon teaching. Floyd (1992) reported that the case investigation analysis method established a problem-posing, dialogical, and empowering environment by means of presenting preservice teachers with problematic situations that arise in teaching. These situations were embedded contextually with no individual right answer. This format allowed preservice teachers to define puzzles identify alternatives, choose a course of action, plan for implementation, and consider the possible issues of a given action. The arises of the study showed that preservice teachers set uped multiple perspectives, considered contextual factors in decision making, and acknowledged and examined beliefs about teaching and learning (Floyd 1992) The case inquiry approach facilitated the social construction of knowledge about teaching and learning. More lately Kreber (2001) proposed that experiential learning using case studies sustained higher-level learning, such as critical thinking ability and self-direction.